“摩擦力”的科学探究教学设计研究

发布时间：2018-01-12 18:17

本文关键词：“摩擦力”的科学探究教学设计研究　出处：《广西师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：为了应对现代社会迅猛发展所带来的挑战,各国纷纷进行了教育改革,力求给国民提供更高质量的科学和人文教育,培养适应未来社会发展的创新型人才。为此,我国教育界开始广泛地热议探究式教学理念,注重全民的科学教育。但是,在我国现行的一些探究式教学案例中,教师更多的是针对某个知识点进行探究式教学,并没有将探究式教学贯穿于整个学习单元或整个知识系统中。另外,在《科学》科目的教学中,教师还是难以摆脱传统的教学模式,存在让学生按部就班做实验的假探究现象,有时候认为增加了学生对生活现象的广泛涉猎就是提高了学生的科学知识水平。因此,本文旨在将探究式教学的理念真正融入到科学教育当中,更注重教学设计的系统性、层次性和细致性,力图用系统、恰当、生动的教学方式,帮助学生建立一个较为完整的对世界的理解,初步形成科学态度,掌握科学方法,了解科学精神。基于摩擦力的普遍性和重要性,本文选择以平面滑动摩擦力(本文中所提到的“摩擦力”均指平面滑动摩擦力)为教学设计的主要内容,教学设计分为小学和初中两个版本。在研究过程中,笔者对相应的实验进行了试验,并在当地的小学和初中进行了相应的教学活动实录,发现高年级学生的科学探究能力比低年级的科学探究能力明显要高。因此,在进行教学设计时,笔者非常注意小学版和初中版在“摩擦力”的理解深度上和课堂的组织形式上的区别：小学版在知识理解深度上要求没有初中版的高；而初中版在教学活动组织形式上比小学版更具自主性。本教学设计的最大亮点在于其呈现形式不同于现行的教案设计,而是通过更系统、更细致、更具层次感的结构对整个教学设计以单元主题的形式进行呈现,其中包括了单元主题教学设计的总述和详述,详述中又包括每一课的目标、可能用到的材料或工具、提出问题、集体活动、小组活动、集体综合和本节课的设计意图等,力图较系统全面地将教学设计呈现出来。本文主要分为6个章节对教学设计的研究进行阐述：第1章,前言。本章首先从探究式教学和科学教育对当代社会发展的重要性,以及学生“摩擦力”的认识误区引出研究问题；采用文献法对我国小学和初中目前对“摩擦力”教学设计的现况进行概述；并且对研究科学探究教学设计的意义进行了阐述。主要回答了“为什么要在科学教育中融入探究式教学”、“为什么要选择‘摩擦力’作为教学设计研究的主要内容”等问题。第2章,教学设计前的分析与研究。主要对本次教学设计的教学对象、教学模式和教学设计思路进行了理论分析,为更好地进行教学设计做好理论上的准备。第3章,简版教学设计。为了更好地进行系统的教学设计,在进行完整的设计之前笔者使用简版教学设计进行了教学活动实录,希望在教学活动实录中寻找更适合于教学对象的教学设计方案。第4章,完整版教学设计。本章是本文的核心部分,在此将对整个教学设计进行系统地呈现,包括总体的课程设计和每一课的活动设计,还有相应的一些教学建议,都会在本章作以阐述。第5章,比较分析。本章将本教学设计研究与多方面进行比较分析,包括本设计中的小学版和初中版之间的比较分析、本设计与传统教学设计及现行的一些探究式教学设计的比较分析,旨在突出本设计研究的特点。最后对本教学设计的研究过程进行了反思,分析其中存在的不足之处及对本设计研究做出了展望。
[Abstract]:In order to cope with the rapid development of modern society challenges, countries have carried out education reform, and strive to provide a better quality of the national science and humanities education, cultivate innovative talents to adapt to the future development of society. Therefore, our educational circles began extensive discussion geothermal inquiry teaching concept, pay attention to science education of the whole nation. However, in our country, some of the current inquiry teaching case, teachers are more based on a knowledge point of inquiry teaching, and the inquiry teaching throughout the learning unit or the whole knowledge system. In addition, in < Science > course teaching, teachers still difficult to get rid of the traditional teaching mode, there are the phenomenon of false inquiry to let students follow the prescribed order to do the experiment, sometimes thought that the increase of students of life phenomenon widely is to improve the students' level of scientific knowledge. Therefore, this paper aims at will Inquiry teaching ideas into science education, pay more attention to the system of teaching design, hierarchy and delicate, trying to use the system, appropriate, vivid teaching methods to help students to develop a more complete understanding of the world, initially formed a scientific attitude, master the scientific method, scientific understanding of friction spirit. The universality and importance based on the plane of sliding friction force (this article mentioned in the "friction" refers to plane sliding friction force) as the main content of teaching design, teaching design is divided into two versions of primary school and early. In the course of the study, the author conducted tests on the corresponding experiment, and in the local the primary school and middle school are the corresponding teaching activities in high school students found to be significantly higher than the low grade scientific inquiry ability of scientific inquiry ability. Therefore, in teaching design, pen People pay much attention to primary school and junior high school edition edition of the "depth of understanding of friction" and the organization of the classroom form difference: primary school version in the depth of understanding requires no knowledge of junior high school and junior high school edition version of the high; organizations in the form of teaching activities than primary school version of more independence. The biggest highlight of this design lies in its teaching form is different from the current teaching design, but through more systematic, more detailed, more layered structure of the whole teaching design in the form of a unit, including the theme of the unit teaching design overview and detail, including each lesson target details, materials or tools may be used in this the problem, group activities, group activities, collective comprehensive and design the lesson of the intention, tries to systematically and comprehensively teaching design is presented. This paper is divided into 6 chapters on the teaching design. The first chapter elaborates: preface. This chapter begins from the importance of teaching and scientific research in education on the development of contemporary society, and the misunderstanding of the students "friction" leads to the research problem of our country primary school and junior high school; the current situation of "friction" teaching design are summarized by using the method of literature and Research on scientific inquiry; the significance of the teaching design is described. The main answer to "why into the inquiry teaching in science education", "why" friction "as the main content of" teaching design research and other issues. The second chapter, analysis and Research on the teaching design. The teaching object before the design of teaching design. Thinking of the teaching mode and teaching is analyzed, in order to make a better teaching design to make a theoretical preparation. The third chapter, brief version of teaching design. In order to better carry out system The design of teaching, the teaching activities in the design of a complete record before using the simple version of the teaching design, hoping to find a teaching design scheme is more suitable for the object of teaching in the teaching activities. In the fourth chapter, the full version of the teaching design. This chapter is the core part of this paper, this system will be on the whole teaching design present, including the overall course design and each lesson design activities, and some teaching suggestions, will be also discussed in this chapter. The analysis and comparison of the fifth chapter. This chapter will study the design and teaching aspects of comparative analysis, including the comparative analysis between the design of the primary school and junior middle school the design and the traditional teaching design and some of the current inquiry teaching design characteristics of comparative analysis, aims to highlight the design of the study. Finally, the course of study on the teaching design of the reflection, analysis of the The shortcomings of the existing design and the prospect of the research are made.

【学位授予单位】：广西师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.98

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